RUBRIC FOR CLASS ENGAGEMENT

A B C D F
Preparation for I was always fully I was always I was almost always I was usually I was rarely or never
Class. prepared for class prepared for class prepared for class prepared for class prepared for class
with carefully with assignments and with assignments and with assignments and with assignments and
prepared required class required class required class required class
assignments and materials. materials. materials. materials.
having read the
materially carefully
and with a clear plan
for how I planned to
contribute to the in-
class discussion in a
meaningful way.
Level of I contributed in a I proactively I proactively I occasionally I rarely or never
Engagement in significant way to contributed class by contributed to class contributed to class contributed to class
Class class discussions, offering ideas and by offering ideas and by offering ideas and by offering ideas and
responded very asking questions asking questions asking questions. asking questions.
thoughtfully to other more than once per once per class.
students and class.
encouraged other
students
engagement.
Listening Skills I listened very I listened when I listened when I did not listen when I did not listen with
carefully when others talked, both in others talked, both in others talk, both in my full attentions
others talked both in groups and in class. I groups and in class. groups and in class. when others talk (I
groups and in class. I incorporated the was often multi-
supported and built ideas of others. tasking on my phone
upon the ideas of or computer). I often
others. interrupted when
others spoke.
In Class Behavior I never display active I never displayed I rarely displayed I occasionally I regularly displayed
disruptive behavior active or passive disruptive behavior displayed disruptive disruptive behavior
(i.e. negative attitude disruptive behavior. during class. behavior during during class.
in words or behavior, class.
scowling, cursing,
muttering under my
breath, etc.) or
passive disruptive
behavior (i.e. texting,
or otherwise being
engaged on my
computer or phone
or completing other
course assignments).
Attendance and I was always prompt I was always prompt I was late to class or I was late to class or I was late or left
Promptness. and ready for class to and always attended left early more than a left early more than a early often and had
begin both physically class. At most, I couple of times couple of times poor attendance to
and psychologically. missed one class or during the semester every few weeks and classes which means
I always attended was late/left early and missed three missed more than I missed more than
class. once. classes. three classes but six classes this
fewer than six semester.
classes.
 CLASS ENGAGEMENT SELF-ASSESSMENT
Use the rubric provided, circle the description in each category that best describes your performance, and briefly
explain your engagement in each of the areas below with examples:

Preparation for Class Comments:

Grade:
Level of Engagement for Class Comments:

Grade:
Listening Skills Comments:

Grade:
In-Class Behavior Comments:

Grade:
Attendance & Promptness Comments:

Grade:
Total Score: _______/5=
 RUBRIC FOR MAJOR PAPER ASSIGNMENTS

A B C D F
Double- I fully engaged I full engaged I mention double- My use of double- I do not mention
Consciousness double- double- consciousness but I consciousness in the double-
consciousness as a consciousness as a do not fully ngage paper is inadequate consciousness. In
sophisticated strong analytical lens the concept in the and significantly fact, this assignment
analytical lens through which to paper either in the underdeveloped. seems as if it was
through which to understand and thesis and or in the written for a different
understand and interpret the text. body of the paper in class or assignment.
interpret the text. a nuanced way.
Thesis/New Idea The thesis is a clear, The thesis is strong The thesis is This thesis is This paper does not
sophisticated, and and clear argument satisfactory but could inadequateit may have a thesis that
nuanced argument of of how the author be more developed be a statement of fact presents an argument
how the author employs double- or nuanced in its but not an argument. and/or the argument
employs double- consciousness in argument of how the It does not offer a is not connected to
consciousness in their poem or short author employs compelling argument the concept of
their poem or short story. double- regarding how the double-
story. consciousness in author employs consciousness.
their short story or double-
poem. consciousness in
their short story or
poem.
Topic Sentences, The first line of The first line of The first line of The first line of These body
Paragraph and Idea every body every body every body every body paragraphs are
Development paragraph presents a paragraph presents a paragraph presents a paragraph simply disassociated from
sophisticated strong argument statement, but it is launches into the the concept of
argument which fits which fits in well not yet nuanced or work itself but does double-
in well with the with the overall developed enough to not provide a consciousness. This
overall thesis of the thesis of the paper, is fully be an argument. governing idea of the assignment has little
paper, is nuanced nuanced and can be It may be descriptive paragraph. The relationship to the
and sophisticated, supported with a rather than connection to assignment required.
and can be supported close reading of the interpretive. double- The connection to
with the close textual evidence. Every paragraph consciousness is double-
reading evidence. Every paragraph illuminates the texts loose or not consciousness is
Every paragraph illuminates the texts use of double- developed. unclear.
illuminates the texts use of double- consciousness.
use of double- consciousness.
consciousness.
Close Reading The interpretation of The interpretation of The interpretation of The interpretation of The interpretation of
including literary the text is the text is well the text is the text is the text is largely
interpretation, use of sophisticated, executed and satisfactory but unsatisfactory and descriptive (i.e. what
literary terms, and nuanced, and superb nuanced with strong needs to be more needs to be more happened in the
definitions that with attention both to attention to both the fully developed in fully developed in poem or fiction)
advance the authors the meaning of meaning of literary order to be more order to be more rather than on what it
understanding of literary elements and elements and to the nuanced and nuanced and means or why it is
double- to the meaning of the meaning of the developed. More developed. The significant to the
consciousness and authors specific authors specific attention is needed to attention to the overall point the
the argument they choices. The author choices. The author the literary elements literary elements and author is trying to
are making. quotes skillfully and quotes skillfully and and the meaning of the meaning of the make. The text is not
selectively from the selectively from the the authors specific authors specific closely read and the
text in support of text in support of choices. The author literary choices, paper does not offer
their interpretation. their interpretation. selects quotes from meaning of words, an interpretation of
The author furthers The author furthers the text to support and selected quotes the meaning of the
their interpretation their interpretation their interpretation. is inadequate. work.
with definitions with definitions The author furthers
where appropriate. where appropriate. their interpretation
with definitions
where appropriate.
Grammar, Use of Superb use of Good use of Satisfactory use of Unsatisfactory use of Many errors and lack
sources and MLA language and MLA language and MLA language and MLA language and MLA of use of MLA
 format standards. conventions. conventions. conventions. conventions. weeks conventions .

CLASS WRITING SELF-ASSESSMENT

Use the rubric provided, circle the description in each category that best describes your performance, and briefly
explain how your writing evolved between the draft and the final paper you submitted.

Double-Consciousness Comments:

Grade:
Thesis Comments:

Grade:
Topic Sentences/Idea Development Comments:

Grade:
Close-Reading, Use of Literary Comments:
Terms, and interpretation of the
meaning of the work.

Grade:
Grammar and MLA Conventions Comments:

Grade:
Total Score: _______/5=
 Rubric for Journals
Journals are graded individually and then added up to create a total grade. Please note that I do not accept late
homework logsthey must be turned in on time.
Exemplary (2)
Completeness, This Journals is superior in its
Development, and quality. This Journals presents a
Connections to robust, and well-developed, clearly
Classroom Material focused, single-spaced paragraph
that clearly and directly answers the
question addressed in the Journals
prompt. This Journals does an
excellent job of referencing
classroom discussions and material
(readings, videos, presentations,
discussions, etc.).
Textual Evidence This Journal directly references and
quotes the text/visual artifact in
order to explore the ideas of the
journal writer. This journal uses
dictionary work or visual details or
other information to amplify their
reading when appropriate.
Close Reading & This journal presents a nuanced,
Literary Analysis careful, and particularly
sophisticated reading of the text in
response to the question answered.
This journal uses literary
terminology, does dictionary work
when appropriate, and focuses on
connotative and denotative
meanings. The ideas in this journal
are clearly the journal writers
own.
Grammar, Use of Superb use of language and MLA
sources and MLA conventions and no grammatical
format standards. errors.
Satisfactory (1)
This journal is satisfactory in its
quality. This Journals presents a
solidly developed answer that is
clearly focused and directly answers
the question addressed in the Journals
prompt but could be more nuanced or
developed. This Journals references
classroom material but perhaps does
so superficially and could be more
nuanced or developed.
This journal references and quotes the
text in order to explore the ideas of
the journal writer, but could be more
nuanced, developed, or original. This
journal uses dictionary work or other
information to amplify their reading
when appropriate.
This journal presents a close reading
that attempts to answer the question
but could be more nuanced or
developed. This journal uses literary
terminology but the terminology
could e even more effectively
deployed. This journal provides
connotative and denotative meanings
as part of its analysis but the reading
and interpretation could be more
nuanced.
Good use of language and minimal
errors.
C (Unsatisfactory) (0)
This Journals is unsatisfactory in
one or more ways. It may be that it
falls significantly short of a well-
developed paragraph, does not
address the question, and/or
summarizes another persons
interpretation or echoes an online
study aid or other source. This
Journals may not reference
classroom material.
This journal reflects
the journal writers thoughts and
opinions but does not directly
address the text or the question at
hand.
This journal does not present a
close reading or it is a close
reading that is unrelated to the
question asked. This journal may
not use literary terminology. This
journal does not develop an
interpretation of the text.
Multiple errors.
 JOURNAL SELF-ASSESSMENT
Use the rubric provided, circle the description in each category that best describes your performance over the course
of all of the journals s you submitted up to mid-term.

Completeness, Development and Comments:

Connection to Classroom Material

Grade:
Textual Evidence Comments:

Grade:
Close Reading & Literary Analysis Comments:

Grade:
Grammar and Documentation

Grade:

Additional Comments Regarding

Your Overall journals Portfolio:

Grade:
Total Score: _______/5=